This information was previously published by the National Information Center
for Children and Youth with Disabilities (NICHCY) as Fact Sheet Number
1 (FS1) in April 2007.

What is Autism/PDD?

Autism/Pervasive
Developmental Disorder (PDD) is a neurological disorder that affects
a child’s ability to communicate, understand language, play, and
relate to others. PDD represents a distinct category of developmental
disabilities that share many of the same characteristics.

The
different diagnostic terms that fall within the broad meaning of PDD,
include:

While
there are subtle differences and degrees of severity among these
conditions, treatment and educational needs can be very similar
for all of them.

In
the diagnostic manual used to classify mental disorders, the
DSM-IV-TR (American Psychiatric Association, 2000), “Autistic
Disorder” is listed under the heading of “Pervasive
Developmental Disorders.” A diagnosis of autistic disorder
is made when an individual displays 6 or more of 12 symptoms
across three major areas: (a) social interaction, (b) communication,
and (c) behavior. When children display similar behaviors but
do not meet the specific criteria for autistic disorder (or
the other disorders listed above), they may receive a diagnosis
of Pervasive Developmental Disorder Not Otherwise Specified,
or PDD-NOS.

Autism
is one of the disabilities specifically defined in the Individuals
with Disabilities Education Act (IDEA), the federal legislation
under which infants, toddlers, children, and youth with disabilities
receive early intervention, special education and related
services. IDEA defines the disorder as “a developmental
disability significantly affecting verbal and nonverbal communication
and social interaction, generally evident before age 3, that
adversely affects a child’s educational performance.
Other characteristics often associated with autism are engagement
in repetitive activities and stereotyped movements, resistance
to environmental change or change in daily routines, and unusual
responses to sensory experiences.” [See
34 Code of Federal Regulations §300.8(c)(1), p. 193, Wrightslaw: Special Education Law, 2nd Edition]

How Common is Autism / PDD?

Information from the National Institute of Mental Health
and the Center for Disease Control and Prevention (CDC)
indicates that between 2 to 6 per 1,000 children (from 1
in 500 to 1 in 150) have some form of autism/PDD. These
disorders are four times more common in boys than in girls,
although Rett’s Disorder has only been reported and
diagnosed in girls.

The causes of autism or PDD are unknown. Currently, researchers
are investigating areas such as brain development, structure,
genetic factors and biochemical imbalance in the brain as
possible causes. These disorders are not caused by psychological
factors.

What are the Signs of Autism /
PDD?

Some or all of the following characteristics may be observed
in mild to severe forms:

• Communication problems (e.g., using and understanding
language);
• Difficulty relating to people, objects, and events;
• Unusual play with toys and other objects;
• Difficulty with changes in routine or familiar surroundings;
and
• Repetitive body movements or behavior patterns.

Children with autism or PDD vary widely in abilities, intelligence,
and behaviors. Some children do not speak; others have language
that often includes repeated phrases or conversations. Children
with more advanced language skills tend to use a small range
of topics and have difficulty with abstract concepts. Repetitive
play skills, a limited range of interests, and impaired
social skills are generally evident as well. Unusual responses
to sensory information—for example, loud noises, lights,
certain textures of food or fabrics—are also common.

What Research is Being Done?

Thanks to federal legislation—the Children’s
Health Act of 2000 and the Combating Autism Act of 2006—nearly
$1 billion over the next five years (2007-2012) has been
authorized to combat autism through research, screening,
early detection, and early intervention. The National Institutes
of Health and the CDC are the lead entities conducting and
coordinating multiple research activities. On the education
front, the PDA Center at the University of Washington has
several sites around the country that provide training and
support to schools and families for students with autism
spectrum disorders. Research on instructional interventions
for children with a broad range of needs is an ongoing national
endeavor. Check NICHCY’s Research to Practice database
and OSEP’s discretionary projects directories on our
web site to learn more. Additional information can also
be found on the web sites included in the list of Organizations
at the end of this publication.

What About School?

Early diagnosis and intervention are very important for
children with autism/PDD. Under the Individuals with Disabilities
Education Act (IDEA), children with autism/PDD may be eligible
for early intervention services (birth to 3) and an educational
program appropriate to their individual needs. In addition
to academic instruction, special education programs for
students with autism/PDD (ages 3 to 22) focus on improving
communication, social, academic, behavioral, and daily living
skills. Behavior and communication problems that interfere
with learning often require the assistance of a professional
who is particularly knowledgeable in the autism field to
develop and help implement a plan which can be carried out
at home and school.

The classroom environment should be structured so that the
program is consistent and predictable. Students with autism/PDD
learn better and are less confused when information is presented
visually as well as verbally. Interaction with nondisabled
peers is also important, for these students provide models
of appropriate language, social, and behavioral skills.
Consistency and continuity are very important for children
with autism/PDD, and parents should always be involved in
the development of their child’s program, so that
learning activities, experiences, and approaches will be
most effective and can be carried over into the home and
community.

With educational programs designed to meet a student’s
individual needs and specialized adult support services
in employment and living arrangements, many children and
adults with autism/PDD grow to live, work, and participate
fully in their communities.

Tips for Parents

Learn about autism/PDD. The more you know, the more you
can help yourself and your child. Your State’s PTI
can be especially helpful. You’ll find resources and
organizations at the end of this publication and in NICHCY’s
online State Resources Sheet.

Be mindful to interact with and teach your child in ways
that are most likely to get a positive response. Learn what
is likely to trigger melt-downs for your child, so you can
try to minimize them. Remember, the earliest years are the
toughest, but it does get better!

Learn from professionals and other parents how to meet your
child’s special needs, but remember your son or daughter
is first and foremost a child; life does not need to become
a never ending round of therapies.

If you weren’t born loving highly structured, consistent
schedules and routines, ask for help from other parents
and professionals on how to make it second nature for you.
Behavior, communication, and social skills can all be areas
of concern for a child with autism and experience tells
us that maintaining a solid, loving, and structured approach
in caring for your child, can help greatly.

Learn about assistive technology that can help your child.
This may include a simple picture communication board to
help your child express needs and desires, or may be as
sophisticated as an augmentative communication device.

Work with professionals in early intervention or in your
school to develop an IFSP or an IEP that reflects your child’s
needs and abilities. Be sure to include related services,
supplementary aids and services, AT, and a positive behavioral
support plan, if needed.

Be patient, and stay optimistic. Your child, like every
child, has a whole lifetime to learn and grow.

Tips for Teachers

Learn more about autism/PDD. Check out the research on effective
instructional interventions and behavior on NICHCY’s
web site. The resources and organizations listed in this
publication can also help.

Make sure directions are given step-by-step, verbally, visually,
and by providing physical supports or prompts, as needed
by the student. Students with autism spectrum disorders
often have trouble interpreting facial expressions, body
language, and tone of voice. Be as concrete and explicit
as possible in your instructions and feedback to the student.

Find out what the student’s strengths and interests
are and emphasize them. Tap into those avenues and create
opportunities for success. Give positive feedback and lots
of opportunities for practice.

Build opportunities for the student to have social/collaborative
interactions throughout the regular school day. Provide
support, structure, and lots of feedback.

If behavior is a significant issue for the student, seek
help from expert professional resources (including parents)
to understand the meanings of the behaviors and to develop
a unified, positive approach to resolving them.

Have consistent routines and schedules. When you know a
change in routine will occur (e.g., a field trip or assembly)
prepare the student by telling him or her what is going
to be different and what to expect or do. Reward students
for each small success.

Work together with the student’s parents and other
school personnel to create and implement an educational
plan tailored to meet the student’s needs. Regularly
share information about how the student is doing at school
and at home.

Beytien, A. (2004). Family to family: A guide to living
life when a child is diagnosed with an autism spectrum disorder
[Video]. Higganum, CT: Starfish Specialty Press. (877-782-7347;
www.starfishpress.com
)

This
fact sheet is made possible through Cooperative Agreement
#H326N980002 between the Academy for Educational Development
and the Office of Special Education Programs. The contents
of this publication do not necessarily reflect the views
or policies of the Department of Education, nor does mention
of trade names, commercial products or organizations imply
endorsement by the U. S. Government.